THE IMPORTANCE OF TEACHERS TEACHING EXPERIENCE AND ACADEMIC QUALIFICATIONS AS PREDICTOR FOR SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE IN COMPUTER SCIENCE
Background of the Study
This study investigated the importance of teachers teaching experience and academic performance qualification as predictor for secondary school students academic performance in Computer Science in Ikere Local Government Areas of Ekiti State, Nigeria.
Education is a continuous process in life. It is the process of training and developing the knowledge, skill, mind and character of people. It is also the process by which the latent abilities of individuals are developed so that they may be useful to themselves and the society (Olaniyonu, Adekoya and Gbenu, 2008). Meaningful improvements in the quality of education that students receive are determined by the quality of teachers (Anderson, 1991). Therefore quality teaching and learning are sine qua non for students‟ academic performance. For a nation that wants to achieve rapid technological development, academic performance in Computer Science and English Language is central to the attainment of this laudable goal. Computer Science is the foundation science subject for the other science subjects like, Physics, Chemistry, Biology, and Additional Computer Science.
Education is the total process of human learning by which knowledge is imparted, facilities are trained and skills are developed. Secondary schools not only occupy a strategic place in educational system in Nigeria, it is also the link between the primary and the university levels of education. It is rather unfortunate that secondary schools today are not measuring up to the standards expected of them. There have been public outcries over the persistent poor performance of secondary school students.
The controversy over the falling standards of education in Nigeria has been on the front burner of national discourse over the past decades and it is apparent that the debates will continue for some time to come. Poor academic performance has been linked to several factors which include high teacher-student ratio, shortage of good teaching staff, poor quality of educational leadership, political instability and politicization of educational programmes, automatic promotion, age of the learners, and inadequate essential physical facilities and equipment (Ewetan, 2010; Akinwunmi and Odunsi, 2008).
Nwokocha and Amadike (2005) academic performance of students is the yardstick for testing the educational quality of a nation. Hence, it is expedient to maintain a high performance in internal and mostly external examinations. The pattern of failure has however, shown that the phenomenon appears to be higher in some schools than it is in other schools. A number of factors have been linked to the causes but more relevant is the issue of qualification and experience of teachers as well as their teaching methods. This is more important because in the business of teaching and learning, teachers offer only what they have, you cannot offer what you don’t have.
Ali (2009) observes that there was statistically significant relationship between teacher characteristics and student academic achievement. Adeyemo (2005) notes teacher characteristics influenced teaching and learning in classrooms. Olaleye (2011) establishes that there was relationship between teachers characteristics and pupils performance.
Gravestock & Gregor-Greenleaf (2008) states that the explanations for good or poor student’s academic performance have been quite exhaustive yet controversy still exists among scholars as to what contribute singly or jointly to students’ poor performance. The teacher characteristics found to be dominant in cross-country studies are related to; qualification, experience, attitude and personality. Akinsolu (2010) asserts that availability of qualified teachers determined the performance of students in schools. Coonen (1987) emphasizes that teachers involved in in-service training were more effective in classrooms as compared to teachers who had not undergone training. Wirth & Perkins (2013) indicate that teacher’s attitude contributed significantly to student attention in classrooms whereas Adesoji & Olatunbosun (2008) illustrates that student attitude was related to teacher characteristics. This therefore meant that teacher’s attitude directly affected students’ attitude.
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